Augmented Reality-Based Experiential Learning for Geometrical Thinking
DOI:
https://doi.org/10.59890/ijeps.v4i4.21Keywords:
Augmented Reality, GeoGebra AR, Experiential Learning, Van Hiele Theory, Geometrical Thinking, Geometry Education, Mathematics Education, Spatial ReasoningAbstract
Many junior high school students experience difficulties in understanding abstract geometric concepts, limiting the development of their geometrical thinking. This quasi-experimental study employed a non-equivalent control group design involving 150 seventh-grade students. The experimental group received GeoGebra Augmented Reality (AR)-based experiential learning, while the control group received conventional instruction. Data were analyzed using the Kolmogorov-Smirnov, Wilcoxon Signed-Rank, and Mann-Whitney U tests. The experimental group demonstrated significantly greater improvement than the control group (p < .001) with a large effect size (r = .614), particularly in visual-spatial reasoning, concept application, and applied problem solving. Integrating GeoGebra AR with Kolb's experiential learning effectively enhances students' geometrical thinking and supports higher-order geometric reasoning in secondary mathematics education.
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